Literaturnachweis - Detailanzeige
| Autor/inn/en | Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV |
|---|---|
| Titel | Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline |
| Quelle | In: Theory Into Practice, 56 (2017) 3, S.178-186 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-5841 |
| DOI | 10.1080/00405841.2017.1336038 |
| Schlagwörter | Teacher Attitudes; Self Efficacy; Classroom Techniques; Influences; Beliefs; Educational Practices; Referral; Teacher Student Relationship; Context Effect; Environmental Influences; Trauma; Correctional Institutions; Institutionalized Persons; At Risk Students; Disproportionate Representation; Discipline |
| Abstract | In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers' self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers' sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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